2009 Performance Accountability Report Vol. 2 - Maryland Higher ...

designed or enhanced existing support services for students. A First Year Focus (FYF)
program was also implemented for traditional- age students entering college for the first time.
It assigned these students to a selected advisor who provides case management follow up until
students complete 24 college credits (including developmental courses). In addition, advisors
now utilize an Intrusive Advising model to make contact with students at regular intervals.
FYF Program students who receive Early Alerts, notices issued by instructors advising students
of concerns regarding their academic performance in the course, are contacted by their
assigned advisor for academic intervention. FYF students are also expected to meet with their
advisor each semester to register for classes. Finally, the Academic Progress Policy was
revised to address students who continually withdraw from classes and make little progress
toward degree completion. Under the revised system, students who do not make minimum
progress in terms of credit completion are subject to academic interventions including credit
restrictions until sufficient progress is made.
Frederick Community College also values innovation and curriculum enhancement to promote
student learning. In FY 09, the College developed 19 new courses, two Letters of Recognition,
deleted 10 programs due to low enrollment, made major modifications to its Emergency
Medical program, and articulated fifteen new/pending programs with area colleges and
universities.
C. Diversity
The College has achieved two out of three of its Diversity indicators.
It now enrolls proportionately more minority students (25%) than live in its service
area (20%), and
It has obtained higher rates of minority full-time administrative and professional
staff (15%) than its 11% benchmark for 2010.
In addition,
Its successful persistor rate after four years for African American students has
increased from 57% to 68%,
Its graduation –transfer rate after four years for African American students has
increased from 49% to 55%, and
Its percent of full-time faculty (10%), however, falls one percent short of its 11%
benchmark for 2010.
Clearly, the College values diversity and the visible and invisible human differences that affect
the success of students, staff, and members of the community. Reflecting its value, the College
takes great efforts annually to recruit diverse students and employees. Recently the College
restructured several aspects of its recruiting and hiring practices in order to attract diverse
employees, outlining those improvements to the Middle States Commission on Higher
Education. It also signed a Memorandum of Understanding with HBCU Howard University to
provide accommodations for a doctoral student intern in Howard’s Preparing Future Faculty
program. These accommodations include awarding a partial salary, mentorship, and
professional development opportunities in exchange for the student’s teaching two, three credit
courses at the College during the fall and spring semesters. The Partnership will also explore
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